10 May 2016 | 50 Years of JBE: From science and environmental education to civic science
| Dillon, J |
15 August 2020 | Changing how we teach acid-base chemistry: a proposal grounded in studies of the history and nature of science education
| Jiménez-Liso, MR; Lopez-Banet, L; Dillon, J |
16 April 2022 | Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university
| Torres Olave, B; Dillon, J |
30 January 2014 | Communicating science to students: Investigating professional botanic garden educators' talk during guided school visits
| Zhai, J; Dillon, J |
3 July 2019 | Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools
| Dillon, J; Wong, V |
10 March 2022 | Expanding the field: using digital to diversify learning in outdoor science
| Stagg, BC; Dillon, J; Maddison, J |
7 March 2018 | The Factors and Features of Museum Fatigue in Science Centres Felt by Korean Students
| Kim, M; Dillon, J; Song, J |
21 September 2022 | Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020)
| Stagg, BC; Dillon, J |
6 November 2023 | Plants, education and sustainability: rethinking the teaching of botany in school science
| Stagg, BC; Dillon, J |
1 December 2018 | The role of empathy for learning in complex Science|Environment|Health contexts
| Zeyer, A; Dillon, J |
6 June 2021 | Scientists’ warnings and the need to reimagine, recreate, and restore environmental education
| Reid, A; Dillon, J; Ferreira, J-A; et al. |
7 November 2016 | STEM in England: meanings and motivations in the policy arena
| Wong, V; Dillon, J; King, H |
5 May 2024 | Towards a model of plant awareness in education: a literature review and framework proposal
| Stagg, BC; Hetherington, L; Dillon, J |
27 June 2020 | Towards a viable response to COVID-19 from the science education community
| Dillon, J; Avraamidou, L |
22 June 2021 | The views of teachers in England on an action-oriented climate change curriculum
| Howard-Jones, P; Sands, D; Dillon, J; et al. |
16 March 2019 | ‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare
| Dillon, J; Wong, V |